Group items tagged Journal - TEMS520

http://repository.upenn.edu/cgi/viewcontent.cgi?article=1218&context=gse_pubs&sei-redir... - 1 views

repository.upenn.edu/...viewcontent.cgi

TEMS520 Identity literacy language education

shared by Carolyn Beyer on 29 Jan 12 - No Cached

Carolyn Beyer on 29 Jan 12

Journal Article #1 Summary: Student's identities are formed through their social interactions and their literacy experiences. Literacy identity is often narrow: "good reader", "poor writer", etc. These are very inflexible descriptions and can lead students to be stuck in roles instead of growing their literacy skills. This article explores the development of identity through both students social interactions and their literacy experiences. Through three studies, it shows how these two concepts are interconnected. This article also discusses how literacy is a form of language and communication, how people interact because of literacy and the way that people define and construct themselves in order to accomplish life goals. This article also explores the role that teachers have in forming their students' literacy identities. It gives examples of three different and diverse classroom experiences with teachers who have different approaches to teaching literacy. Link to PDF: http://repository.upenn.edu/cgi/viewcontent.cgi?article=1218&context=gse_pubs&sei-redir=1&referer=http%3A%2F%2Fscholar.google.com%2Fscholar%3Fstart%3D30%26q%3Dliteracy%2Bschools%2Beducation%26hl%3Den%26as_sdt%3D1%2C23%26as_ylo%3D2010%26as_subj%3Dsoc%2Beng#search=%22literacy%20schools%20education%22 Citation: Hall, L. et al. (2009) "Teacher Identity in the Context of Literacy Teaching: Three Explorations of Classroom Positioning and Interaction in Secondary Schools." Teaching and Teacher Education. Vol. 26(2). p. 234-243.

<div class="cArrow"> </div><div class="cContentInner">Journal Article #1 Summary: Student's identities are formed through their social interactions and their literacy experiences. Literacy identity is often narrow: "good reader", "poor writer", etc. These are very inflexible descriptions and can lead students to be stuck in roles instead of growing their literacy skills. This article explores the development of identity through both students social interactions and their literacy experiences. Through three studies, it shows how these two concepts are interconnected. This article also discusses how literacy is a form of language and communication, how people interact because of literacy and the way that people define and construct themselves in order to accomplish life goals. This article also explores the role that teachers have in forming their students' literacy identities. It gives examples of three different and diverse classroom experiences with teachers who have different approaches to teaching literacy. Link to PDF: <a href="http://repository.upenn.edu/cgi/viewcontent.cgi?article=1218&context=gse_pubs&sei-redir=1&referer=http%3A%2F%2Fscholar.google.com%2Fscholar%3Fstart%3D30%26q%3Dliteracy%2Bschools%2Beducation%26hl%3Den%26as_sdt%3D1%2C23%26as_ylo%3D2010%26as_subj%3Dsoc%2Beng#search=%22literacy%20schools%20education%22" rel="nofollow" target="_blank">http://repository.upenn.edu/cgi/viewcontent.cgi?article=1218&context=gse_pubs&sei-redir=1&referer=http%3A%2F%2Fscholar.google.com%2Fscholar%3Fstart%3D30%26q%3Dliteracy%2Bschools%2Beducation%26hl%3Den%26as_sdt%3D1%2C23%26as_ylo%3D2010%26as_subj%3Dsoc%2Beng#search=%22literacy%20schools%20education%22</a> Citation: Hall, L. et al. (2009) "Teacher Identity in the Context of Literacy Teaching: Three Explorations of Classroom Positioning and Interaction in Secondary Schools." Teaching and Teacher Education. Vol. 26(2). p. 234-243.</div>

...

Cancel
Linda Clinton on 30 Jan 12

Fascinating paper! Could you identify with any of the stories related in the paper? What will you take with you into your own teaching?

<div class="cArrow"> </div><div class="cContentInner">Fascinating paper! Could you identify with any of the stories related in the paper? What will you take with you into your own teaching?</div>

...

Cancel

Helping Underachieving Boys Read Well and Often. ERIC Digest. - 1 views

www.ericdigests.org/...boys.html

TEMS520 reading research

shared by Dianna Morrison on 30 Jan 12 - Cached

Dianna Morrison on 30 Jan 12

The ability to read well is the most important skill children can acquire. Reading ability and the desire to read vary significantly among groups of children, however. This article discusses the results of a study taken in 98-99 of kindergarteners. It provides information on how schools and families can improve the reading skills of native English speaking children, particularly poor elementary school level boys of color. It states that boys typically learn to read at an older age than girls, take longer to learn, and comprehend less easily than girls. It talks about reading genres that boys prefer, such as adventure, science fiction and fantasy and books that have characters like themselves. They discuss the value of reading aloud to students and in providing silent reading time along with a wide variety of books for boys to choose from. Lastly, it gives suggestions for parents and communities to provide opportunities for young people to help engage them in regular reading.

<div class="cArrow"> </div><div class="cContentInner">The ability to read well is the most important skill children can acquire. Reading ability and the desire to read vary significantly among groups of children, however. This article discusses the results of a study taken in 98-99 of kindergarteners. It provides information on how schools and families can improve the reading skills of native English speaking children, particularly poor elementary school level boys of color. It states that boys typically learn to read at an older age than girls, take longer to learn, and comprehend less easily than girls. It talks about reading genres that boys prefer, such as adventure, science fiction and fantasy and books that have characters like themselves. They discuss the value of reading aloud to students and in providing silent reading time along with a wide variety of books for boys to choose from. Lastly, it gives suggestions for parents and communities to provide opportunities for young people to help engage them in regular reading.</div>

...

Cancel
...2 more comments...
Dianna Morrison on 30 Jan 12

Oh phooey....I forgot to put Journal #1 on my posting and the author....Wendy Schwartz. Here I was so proud I figured out how to get it there too! Sorry! :)

<div class="cArrow"> </div><div class="cContentInner">Oh phooey....I forgot to put Journal #1 on my posting and the author....Wendy Schwartz. Here I was so proud I figured out how to get it there too! Sorry! :)</div>

...

Cancel
Colleen Fell on 30 Jan 12

I love the idea of allowing boy readers to read what interests them. I think a lot of times boys reading for information is viewed as negative, as girls are more apt to discuss and analyze the text. This is something that is just as valuable and can add a lot to the classroom climate and teachers should learn to value this too.

<div class="cArrow"> </div><div class="cContentInner">I love the idea of allowing boy readers to read what interests them. I think a lot of times boys reading for information is viewed as negative, as girls are more apt to discuss and analyze the text. This is something that is just as valuable and can add a lot to the classroom climate and teachers should learn to value this too.</div>

...

Cancel
Linda Clinton on 05 Feb 12

Based on reading this article, what strategies might you incorporate in your classroom/school? Have you previously engaged in any practices to increase boys' reading?

<div class="cArrow"> </div><div class="cContentInner">Based on reading this article, what strategies might you incorporate in your classroom/school? Have you previously engaged in any practices to increase boys' reading?</div>

...

Cancel
Dianna Morrison on 05 Feb 12

I always try to do a survey with students for likes/dislikes, strengths/weaknesses. I use this information to help students find reading material they are interested in and give them a choice when reading. I also purchased books like Guiness Book of World Records, Ripley's Believe It Or Not, and MythBusters to put on my informational book shelf. Boys seemed to have liked these books very much.

<div class="cArrow"> </div><div class="cContentInner">I always try to do a survey with students for likes/dislikes, strengths/weaknesses. I use this information to help students find reading material they are interested in and give them a choice when reading. I also purchased books like Guiness Book of World Records, Ripley's Believe It Or Not, and MythBusters to put on my informational book shelf. Boys seemed to have liked these books very much.</div>

...

Cancel

Journal #2 Talking in Class Build English Learners' Proficiency - 1 views

www.fisherandfrey.com/...ell_talk_ca_reader.pdf

TEMS520

shared by Lori Losinski on 02 Feb 12 - No Cached

Lori Losinski on 02 Feb 12

Ross, A. & Fisher, D. (2009). Talking in class builds English learners' proficiency. California English, 14(4), 10-12. This week in class we touched on the importance of "talk" in the classroom and so when I found this article I thought it was a great connection to what we discussed in class. The article talks about the importance of purposeful talk in the classroom and how it allows students to be actively involved in the learning process. Two of the key components that must first be done by the teacher are to set a purpose and model the academic language and thinking that is needed to complete the task. After the purpose is set and the modeling is finished, student must have time to work with their peers. It is during this work time that students talk with one another using academic language and create meaning by being active learners. For me this article reminds us that "talk" in the classroom is a necessary part of the learning process for all students, not just English language learners. My classroom was always a place of active learning, a place where students were encouraged to talk about what they were learning and I found that when students could talk with their peers, they could explain the subject in a way that was meaningful and peer friendly. I also like that this article discusses ways that teachers can facilitate student talk such as, reciprocal teaching, collaborative posters ( I have never heard of this technique, but love it), and learning stations. I think that this article would be a great one to share with staff and school leaders, especially those that frown on "talk" in the classroom because there is too much learning to be done and not enough time.

<div class="cArrow"> </div><div class="cContentInner">Ross, A. & Fisher, D. (2009). Talking in class builds English learners' proficiency. California English, 14(4), 10-12. This week in class we touched on the importance of "talk" in the classroom and so when I found this article I thought it was a great connection to what we discussed in class. The article talks about the importance of purposeful talk in the classroom and how it allows students to be actively involved in the learning process. Two of the key components that must first be done by the teacher are to set a purpose and model the academic language and thinking that is needed to complete the task. After the purpose is set and the modeling is finished, student must have time to work with their peers. It is during this work time that students talk with one another using academic language and create meaning by being active learners. For me this article reminds us that "talk" in the classroom is a necessary part of the learning process for all students, not just English language learners. My classroom was always a place of active learning, a place where students were encouraged to talk about what they were learning and I found that when students could talk with their peers, they could explain the subject in a way that was meaningful and peer friendly. I also like that this article discusses ways that teachers can facilitate student talk such as, reciprocal teaching, collaborative posters ( I have never heard of this technique, but love it), and learning stations. I think that this article would be a great one to share with staff and school leaders, especially those that frown on "talk" in the classroom because there is too much learning to be done and not enough time.</div>

...

Cancel

Journal #2 - Comprehension through Rereading - 3 views

http://rpsagsu.svsu.edu/gale-go/ps/i.do?action=interpret&id=GALE%7CA224989288&v=2.1&u=lom_saginawvsu&it=r&p=AONE&sw=w&authCount=1

TEMS520 reading strategies MS ELA informational text

started by Michelle Voelker on 06 Feb 12 1 follow-up, last by Michelle Voelker on 06 Feb 12

Journal #2 - Comprehension through Rereading - 1 views

rpsagsu.svsu.edu/...i.do

TEMS520 reading strategies MS informational text

shared by Michelle Voelker on 06 Feb 12 - No Cached

Michelle Voelker on 06 Feb 12

Hedin, L.R. & Conderman, G. (2010). Teaching students to comprehend informational text through rereading. The Reading Teacher, 63(7), 556-565. Doi: 10.1598/RT.63.7.3 "Striving readers may view the purpose of reading as decoding an assigned section rather than building knowledge." When I read this quote, I knew that this article would be of interest to me. As my building continues to examine the ramifications of the Common Core, informational text is something of concern. Should other content teachers be required to teach reading strategies using informational text? (Here, I am hoping, my readers reply with a resounding "YES!") This article gives specific strategies to use with students, with a focus on encouraging rereading. Below is an email that was sent to my colleagues: Subject: The Secret to Informational Text Perhaps my subject line was a bit misleading... Attached may not be "The Secret" to our informational text woes, but the article details strategies we can use in our classrooms now that will help our students with comprehension. After reviewing our NWEA scores, we have all seen the difficulties our students have with informational text and comprehension. The Common Core has a significant focus on informational reading and writing. In order to prepare for this shift in instruction and curriculum, I have found this very useful article. "Teaching Students to Comprehend Informational Text Through Rereading," details key ideas like helping our striving readers set the purpose for reading, identify text features, and strategies we can use in our daily instruction to strengthen their comprehension of texts. It questions whether our students are simply great "decoders" (they can read the words because they understand sound/letter relationships) or are they truly constructing meaning. The role content teachers play in the development of successful readers is HUGE! Many of these strategies seem basic, but because of that, they will be simple t

<div class="cArrow"> </div><div class="cContentInner">Hedin, L.R. & Conderman, G. (2010). Teaching students to comprehend informational text through rereading. The Reading Teacher, 63(7), 556-565. Doi: 10.1598/RT.63.7.3 "Striving readers may view the purpose of reading as decoding an assigned section rather than building knowledge." When I read this quote, I knew that this article would be of interest to me. As my building continues to examine the ramifications of the Common Core, informational text is something of concern. Should other content teachers be required to teach reading strategies using informational text? (Here, I am hoping, my readers reply with a resounding "YES!") This article gives specific strategies to use with students, with a focus on encouraging rereading. Below is an email that was sent to my colleagues: Subject: The Secret to Informational Text Perhaps my subject line was a bit misleading... Attached may not be "The Secret" to our informational text woes, but the article details strategies we can use in our classrooms now that will help our students with comprehension. After reviewing our NWEA scores, we have all seen the difficulties our students have with informational text and comprehension. The Common Core has a significant focus on informational reading and writing. In order to prepare for this shift in instruction and curriculum, I have found this very useful article. "Teaching Students to Comprehend Informational Text Through Rereading," details key ideas like helping our striving readers set the purpose for reading, identify text features, and strategies we can use in our daily instruction to strengthen their comprehension of texts. It questions whether our students are simply great "decoders" (they can read the words because they understand sound/letter relationships) or are they truly constructing meaning. The role content teachers play in the development of successful readers is HUGE! Many of these strategies seem basic, but because of that, they will be simple t</div>

...

Cancel

Journal #2: Learning to Use Diverse Children's Literature in the Classroom: A Model for... - 7 views

I appreciate how you demonstrated that this article made you think about your own classroom, and changes you want to make.

reading research education TEMS520

started by Elly Salkic on 05 Feb 12 1 follow-up, last by Linda Clinton on 12 Feb 12

Journal #2 - 1 views

blog.davidtate.org/...e-dangerous-effects-of-reading

reading writing productivity

shared by Michaela Klusman on 07 Feb 12 - No Cached

Michaela Klusman on 07 Feb 12

I know that this isn't *exactly* about reading and learning. However, this article was so revealing of our culture and mindsets. I read it with a reading comprehension group I lead at school. Basically, we (society) spend almost all of our time consuming and, consequently, judging information from all sorts of electronic screens. We create very little and are so afraid that what we are capable of creating will be judged as "not good enough" because of our judgments of the creations of others. So, it encourages the reader to go out and create something - write, draw, dance, and learn what makes him or her tick.

<div class="cArrow"> </div><div class="cContentInner">I know that this isn't *exactly* about reading and learning. However, this article was so revealing of our culture and mindsets. I read it with a reading comprehension group I lead at school. Basically, we (society) spend almost all of our time consuming and, consequently, judging information from all sorts of electronic screens. We create very little and are so afraid that what we are capable of creating will be judged as "not good enough" because of our judgments of the creations of others. So, it encourages the reader to go out and create something - write, draw, dance, and learn what makes him or her tick. </div>

...

Cancel
Linda Clinton on 12 Feb 12

Actually, I think this article has a lot to do with reading and learning. Based on what you read, what would you apply in your teaching practice? (And what did your comprehension group have to say?)

<div class="cArrow"> </div><div class="cContentInner">Actually, I think this article has a lot to do with reading and learning. Based on what you read, what would you apply in your teaching practice? (And what did your comprehension group have to say?)</div>

...

Cancel
Michaela Klusman on 13 Feb 12

We make a LOT of things in my Spanish classes. Creativity is stretched and encouraged. As far as my comprehension group, they all said, "this is boring... Is it almost over...??" except for one student who loved it and said, "So, we just need to do things that make us happy! It doesn't matter what other people think!" So, I am not sure how much they got out of it...

<div class="cArrow"> </div><div class="cContentInner">We make a LOT of things in my Spanish classes. Creativity is stretched and encouraged. As far as my comprehension group, they all said, "this is boring... Is it almost over...??" except for one student who loved it and said, "So, we just need to do things that make us happy! It doesn't matter what other people think!" So, I am not sure how much they got out of it...</div>

...

Cancel

Reader's Theatre: Giving Students a Reason to Read Aloud - 6 views

Lots of free online resources for readers theater, too!

TEMS520 reading

started by msterri24 on 08 Feb 12 3 follow-ups, last by Linda Clinton on 09 Mar 12

Journal # 2-Reading 101 for English Language Learners - 8 views

Professor Clinton- It also makes me realize that teaching these students the position of their mouth/tongue/etc when producing these sounds is extremely important. When speaking to a Title I Aide t...

TEMS520 reading ELL strategies phonemic awareness phonics vocabulary fluency comprehension

started by Michelle Repokis on 06 Feb 12 3 follow-ups, last by Michelle Repokis on 12 Feb 12

Journal #2 - Shared Reading Goes High-Tech - 5 views

You mentioned the article has "neat tips." Any that you might incorporate?

TEMS520 reading strategies elementary

started by Anna Scott on 06 Feb 12 1 follow-up, last by Linda Clinton on 12 Feb 12

Journal #2 Reading, Literacy and Your Child - 13 views

Thanks for sharing your personal memories, Erin. I have deeply fond memories of my mom reading to us as kids, and doing different voiced. If you ask me in class, I'll share my favorite!

TEMS520

started by Erin Visger on 06 Feb 12 1 follow-up, last by Linda Clinton on 12 Feb 12

Journal # 1 - Literacy Strategies for Improving Mathematics Instruction - 2 views

Diana Metsisto, 2005, http://www.ascd.org/publications/books/105137/chapters/Reading-in-the-Mathematics-Classroom.aspx As a math teacher, I wanted to find some information on reading in my content...

TEMS520 reading strategies Math

started by anonymous on 30 Jan 12 no follow-up yet

Journal #1 - Unlocking Text Features in Expository Text - 6 views

You did a nice job of summarizing the article and making connections to your own practice. Around 1990, I took a 2-week summer course on reading in the content areas. The instructor was actually ou...

TEMS520 reading strategies MS elementary expository text Identifying Important Info

started by Michelle Voelker on 30 Jan 12 1 follow-up, last by Linda Clinton on 30 Jan 12

Journal #1 Reading Aloud: Are Students Ever Too Old? - 8 views

http://www.educationworld.com/a_curr/curr081.shtml This article was very benefical to me. First off I loved the title, Are Students Ever Too Old? In this case the question was asking, when are st...

TEMS520

started by Erin Visger on 31 Jan 12 no follow-up yet

Journal #3: T-4, Guided Highlighted Reading, and Close and Critical Reading (CCR) - 13 views

Hi Michelle!!! Yes, everything you mentioned for Question 2 is what we also have our students focus on. How is the text portraying the article? How is dialouge used between characters, etc. I comp...

TEMS520

started by Erin Visger on 21 Feb 12 3 follow-ups, last by Erin Visger on 27 Feb 12

Graphic Organizers | Adolescent Literacy Topics A-Z | AdLit.org - 3 views

www.adlit.org/13354

TEMS520 reading strategies

shared by LeAnn Maynard on 12 Feb 12 - No Cached

LeAnn Maynard on 12 Feb 12

This was my starting point for my second Journal article. I am a visual learner, and I like things organized, so I love graphic organizers. This article was a great starting point on different things that you can use to help students with their reading. I use them regularly for my social studies class as a way to encourage students to read the chapters and learn material. It is great at assisting them make connections. In history there are a lot of cause-effect relationships and graphic organizers help students "see" that very clearly.

<div class="cArrow"> </div><div class="cContentInner">This was my starting point for my second Journal article. I am a visual learner, and I like things organized, so I love graphic organizers. This article was a great starting point on different things that you can use to help students with their reading. I use them regularly for my social studies class as a way to encourage students to read the chapters and learn material. It is great at assisting them make connections. In history there are a lot of cause-effect relationships and graphic organizers help students "see" that very clearly.</div>

...

Cancel

Journal #3 Making Inferences - 4 views

The middle school I am teaching in has been doing a yearly exam across all three grade levels that is called the Reading Comprehension Measurement (RCM). We created (and when I say we, I was actual...

TEMS520 reading Literacy strategies education comprehension inferences vocabulary

started by Lauren Scherr on 27 Feb 12 no follow-up yet

Journal Critique #3: My idea of a graphic organizer on the topic of Vocabulary - 1 views

www.livebinders.com/...play_or_edit

TEMS520 education vocab ELL

shared by Gina Dettloff on 27 Feb 12 - No Cached

Gina Dettloff on 27 Feb 12

I read this article with the idea that I would do a graphic organizer, except once I got started I realized that this held some important information, but I kept getting confused with the layout of the article - i.e. finding what were the big points and the sub points. So, I decided to use Livebinders.com to find a way to organize it, visually, for myself and anyone else who wanted to take a peek. This is the website for the original article: http://www.prel.org/products/re_/ES0419.htm This is the website for my livebinder: http://www.livebinders.com/play/play_or_edit?id=322029

<div class="cArrow"> </div><div class="cContentInner">I read this article with the idea that I would do a graphic organizer, except once I got started I realized that this held some important information, but I kept getting confused with the layout of the article - i.e. finding what were the big points and the sub points. So, I decided to use Livebinders.com to find a way to organize it, visually, for myself and anyone else who wanted to take a peek. This is the website for the original article: <a href="http://www.prel.org/products/re_/ES0419.htm" rel="nofollow" target="_blank">http://www.prel.org/products/re_/ES0419.htm</a> This is the website for my livebinder: <a href="http://www.livebinders.com/play/play_or_edit?id=322029" rel="nofollow" target="_blank">http://www.livebinders.com/play/play_or_edit?id=322029</a></div>

...

Cancel

Journal Article #2 Information I shared with my principal while student teaching - 5 views

I Entered the Citation above of the book I mentioned in my last post.

TEMS520 strategies bookreview

started by Paul Pelc on 08 Mar 12 2 follow-ups, last by Paul Pelc on 09 Mar 12

Journal Critique #1: Taking on the Role of Questioner: Revisiting Reciprocal Teaching - 4 views

Williams, J. A. (2010). The Reading Teacher. 64:4, p 278-281. During reading strategies. Building questioning and clarification skills.

TEMS520 reading teaching strategy cooperative learning elementrary MS HS

started by Linda Clinton on 23 Jan 12 no follow-up yet

Group items tagged

http://repository.upenn.edu/cgi/viewcontent.cgi?article=1218&context=gse_pubs&sei-redir... - 1 views

Helping Underachieving Boys Read Well and Often. ERIC Digest. - 1 views

Journal #2 Talking in Class Build English Learners' Proficiency - 1 views

Journal #2 - Comprehension through Rereading - 3 views

Journal #2 - Comprehension through Rereading - 1 views

Journal #2: Learning to Use Diverse Children's Literature in the Classroom: A Model for... - 7 views

Journal #2 - 1 views

Reader's Theatre: Giving Students a Reason to Read Aloud - 6 views

Journal # 2-Reading 101 for English Language Learners - 8 views

Journal #2 - Shared Reading Goes High-Tech - 5 views

Journal #2 Reading, Literacy and Your Child - 13 views

Journal # 1 - Literacy Strategies for Improving Mathematics Instruction - 2 views

Journal #1 - Unlocking Text Features in Expository Text - 6 views

Journal #1 Reading Aloud: Are Students Ever Too Old? - 8 views

Journal #3: T-4, Guided Highlighted Reading, and Close and Critical Reading (CCR) - 13 views

Graphic Organizers | Adolescent Literacy Topics A-Z | AdLit.org - 3 views

Journal #3 Making Inferences - 4 views

Journal Critique #3: My idea of a graphic organizer on the topic of Vocabulary - 1 views

Journal Article #2 Information I shared with my principal while student teaching - 5 views

Journal Critique #1: Taking on the Role of Questioner: Revisiting Reciprocal Teaching - 4 views

Related searches